About this paper

Appears in:
Page: 735 (abstract only)
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1172

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

EVALUATING THE LIMITS OF TECHNOLOGY ENHANCED LEARNING

M. Macintyre, C. Martin, C. Evans

University of Warwick (UNITED KINGDOM)
Learning platforms, such as Moodle or Blackboard, are often used very well in further and higher education to enable the learning in the classroom and/or to ensure the learner can store and organise different learning media. Although widespread uptake of these systems, exploiting the full functionality rarely happens and the full potential of the system remains untapped.

In May 2015 the University of Warwick embarked upon the development of a technology enabled learning experience to mimic the experience of a service environment. Trigger events would be drip fed via the Moodle system, either manually or with automated timing. The response of the student(s) determines the outcome which in turn triggers subsequent events.

What makes this special is that it really is looking to knit several technologies together in an innovative way to create a full, delightful, surprising and inspiring experience for the learners taking part.

The delivery of this game is intended to develop the student’s capability to transfer key learning points from an academic simulation to industry. This supports the current drive by the Warwick Manufacturing Group (WMG) to develop technology-led learning.

The premise of the experience is the concept of a company that is in a stable state of operation. A disruptive event then requires the teams to make decisions in real time. The key learning is from how they manage the disruption and how they can mitigate against future disruption.

With the up rise of the digital native versus that of the digital immigrant this sways the expectations within teaching methodologies.

This blended learning approach (the concept of a classroom scenario combined with eLearning techniques to enhance the experience) allows the students to work through tools and techniques within a safe environment.

February 2016 saw the prototype testing for presentation in March 2016 to the first cohort of Interntaional Students based for one year on the Warwick Campus, UK.
@InProceedings{MACINTYRE2016EVA,
author = {Macintyre, M. and Martin, C. and Evans, C.},
title = {EVALUATING THE LIMITS OF TECHNOLOGY ENHANCED LEARNING},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1172},
url = {http://dx.doi.org/10.21125/inted.2016.1172},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {735}}
TY - CONF
AU - M. Macintyre AU - C. Martin AU - C. Evans
TI - EVALUATING THE LIMITS OF TECHNOLOGY ENHANCED LEARNING
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1172
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 735
EP - 735
ER -
M. Macintyre, C. Martin, C. Evans (2016) EVALUATING THE LIMITS OF TECHNOLOGY ENHANCED LEARNING, INTED2016 Proceedings, p. 735.
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